Part 6
Pupils who cannot make good loop letters should make a special study of lesson thirty-two.
LESSON 103
=Drill 125=
As explained in a former lesson, capital Q is simply a large figure two. It is a good movement drill. Practice it as such.
In all your word practice a special effort should be made to space the letters evenly. Study your written lines with that in mind.
LESSON 104
Pupils should give particular attention to the appearance of their finished pages, making letters and words conform to spaces. The capitals should occupy only from two-thirds to three-fourths the distance between the ruled lines, assuming that they are about three-eighths of an inch apart.
From fifteen to twenty capitals should be made to a line. If the forms are well made, a page of capitals written in accordance with these suggestions will present a very pleasing appearance. See drill 126.
The crossing of capital F at the top of the following page is above the center, and the final stroke at the crossing is small. In practice, write the full word every time the capital is made. Do not let your practice work approach scribbling. Do the very best you can, not part of the time, but all the time.
=You aim before you shoot. You should study the instructions before you practice the drills.=
=Drill 126=
LESSON 105
=Drill 127=
Always start capital I with an upward stroke from below the base line. The upper part should be about one-half the width of the lower. The crossing of the beginning with the main downward stroke should be one space above the base line. Practice the detached capital as well as the word until there is an improvement in the movement and its application.
LESSON 106
=Drill 128=
Practice and compare, and then practice again. Capital J is twice as wide above as below the base, and the lower part is a little shorter than upper part. Pupils who find the letter troublesome should review lessons forty-nine and fifty.
LESSON 107
=Drill 129=
Write a page of capital E’s and another page of the words.
LESSON 108
=Drill 130=
Capital B was discussed at considerable length in lesson seventy-one, and students who have failed to master the letter should turn to that lesson for review.
LESSON 109
=Drill 131=
Make your letters no larger than the copies. Write line after line of the detached capitals before writing the word. Rate of speed for practice, fifty to fifty-five capitals and fourteen words in a minute.
LESSON 110
=Drill 132=
The first part of capital T should be no more than two-thirds the height of the entire letter. Give attention to the abrupt stop on the base line in the first part of the letter. Carry the last part up and over the first part in a graceful curve. Practice the word as well as the detached capital.
LESSON 111
=Drill 133=
Capital W should be very closely studied. The tendency is to slant the last part too much, tipping it away from the first part. The upward stroke beginning the second part is a right curve, and the construction of the last part and the appearance of the entire letter are to a considerable extent dependent upon that line.
In making the first part there should be a stop at the base line. This will aid very much in the construction of the last part of the letter. The last line in the letter, it will be noticed, is shorter than the two center strokes. It is unlikely that students who fail to study its construction closely will learn to make a good capital W. The rate should be between forty and fifty letters to a minute. Do not neglect the word practice.
Write about sixteen words to the minute.
LESSON 112
=Drill 134=
The last part of capital U is shorter than the first part. Study the letter until you have a good mental picture of it. Make U at the rate of forty-five to a minute, and do not neglect the word practice.
LESSON 113
=Drill 135=
An otherwise good capital V will be spoiled if the finishing line is too long. Notice its length. Study and practice should go hand in hand. Do not neglect either.
CAUTION TO TEACHERS AND PUPILS
The development of good business writing is dependent, first, upon proper clothing of the writing arm; second, upon a substantial desk or table of the right height; third, upon a good position at the desk; fourth, upon a relaxed condition of the writing muscles; fifth, upon the freedom of the wrist and the side of the hand from the paper; and sixth, upon concentration, determination, and constantly repeated effort.
Teachers who cannot maintain enthusiasm throughout the writing period, and who do not realize the necessity of constantly repeated cautions and admonitions, must never expect to secure flattering results.
Teachers, see that your pupils are alert, watchful, and practicing under the most favorable conditions. Force upon the inner consciousness of every pupil the harmfulness of careless practice and the necessity for making every stroke according to instructions and in the right direction.
Pupils, do not vehemently assert that you are very anxious to become good penmen, and then abuse the opportunities within your reach. Learning to write well is not difficult to the earnest, careful, hard-working pupil; and with such, results almost immediately follow correct methods of practice.
Finger movement and muscular movement are antagonistic, and the student who makes an effort to use muscular movement in the writing class only, need not hope for success.
Home students, not having the advantage of the directing counsel of good teachers, should frequently review the beginning lessons. You cannot fail if you follow the instructions.
=Drill 136=
Practice the above copy in sections. Repeat capital I until the form is good when made rapidly, follow with several lines of the word “am,” and continue to practice each word in the copy until uniformity in spacing, height, and slant have been developed. Then write a page of the complete copy and criticise it.
As simple as it looks, there is material for several hours’ practice in this copy.
LESSON 114
=Drill 137=
The same method of practice should be followed in this drill as in the preceding one.
LESSON 115
=Drill 138=
Begin this lesson with your usual movement drills.
First practice drill one hundred and thirty-eight in sections, word by word. Follow with a full page of the completed copy, and do not neglect to criticise results. Height, spacing, and slant should receive special attention.
In the following lessons are given copies in line-writing from which pages should be written. It may be easy for some students who cannot maintain uniform excellence throughout a page to write one or two lines well. The object of your practice should be attractive work and commercial speed. To attain this end, study the appearance of the finished line and page from time to time, and always try to harmonize the writing with the space it occupies.
LESSON 116
=Drill 139=
Practice this copy as given. Write each word over and over, until the motion used is almost automatic and a marked improvement is shown in the general appearance. Then write a few lines of the drill complete, and study the appearance.
LESSON 117
=Drill 140=
Do not rest a moment until you have filled one page with this copy; then judge the appearance as a whole. Do not write larger than the copy.
LESSON 118
=Drill 141=
Make a few lines of capital D before writing the line.
Do not lose sight of the fact that position at the desk has much to do with the development of writing. Position refers to feet, body, arms, wrist, fingers, pen, head, and paper. In preceding lessons enough has been said about these to make extended instructions here unnecessary.
LESSON 119
=Drill 142=
Uniformity may be hard to maintain in this copy. After writing a few lines pick out the faults and endeavor to correct them.
LESSON 120
=Drill 143=
Solid pages are wanted; not haphazard writing.
LESSON 121
=Drill 144=
Practice capital H as a movement drill a few minutes before writing the complete line.
Maintain equal distances, not only between letters, but between the words.
LESSON 122
=Drill 145=
LESSON 123
=Drill 146=
LESSON 124
=Drill 147=
LESSON 125
=Drill 148=
=Drill 149=
LESSON 126
=Drill 150=
Practice capital O as a movement drill for a few minutes and then do your best on the entire copy.
LESSON 127
=Drill 151=
LESSON 128
=Drill 152=
This drill is difficult enough to merit careful practice for a full writing period. It will be best first to practice capital Q as a movement drill.
LESSON 129
=Drill 153=
LESSON 130
=Drill 154=
LESSON 131
=Drill 155=
LESSON 132
=Drill 156=
LESSON 133
=Drill 157=
It is always a good plan, where time permits, to practice each capital at the beginning of the line as a drill.
LESSON 134
=Drill 158=
Do not neglect the movement drills, although they are not specially mentioned in every lesson.
LESSON 135
=Drill 159=
LESSON 136
=Drill 160=
Capital X is made with a figure six inverted, and a figure six right side up. Keep this in mind when making it.
LESSON 137
=Drill 161=
LESSON 138
=Drill 162=
LESSON 139
=Drill 163=
LESSON 140
=Drill 164=
Work up to the complete copy by a systematic practice on the capitals and words separately.
LESSON 141
=Drill 165=
The author, in common with many teachers of business writing, has found the practice of combinations of capitals very helpful in developing accuracy and freedom. This is an excellent part of the course in which to introduce such drills, but tangled and difficult combinations should be avoided.
Drill one hundred and sixty-five, if rightly practiced, will insure light movement and develop constructive ability. About twenty-two of this combination should be made to a minute. It will be profitable to devote a full session to it.
LESSON 142
=Drills 166 and 167=
Practice the combinations of capitals several minutes before practicing the small letters. A perfect mastery of the following combinations will help students in the work that follows. A few scattered lines will not meet the requirements. Write a full page.
LESSON 143
=Drill 168=
Use uniform motion from beginning to end, and make about twenty-five to a minute.
LESSON 144
=Drill 169=
This affords a good drill and a good test of accuracy in applying movement. The last downward stroke in capital H is a left curve, is it not? Study the direction of the pen in making it, and then strike boldly. This will be a good drill to practice frequently at the beginning of a lesson.
=Drill 170=
Use your eyes, focus your mind upon your work, study and practice earnestly, and you will be pleased with the results.
LESSON 145
Movement drills for a few minutes and then the following:
=Drill 171=
Practice the combination of capitals several times before making the small letters. Such repeated effort will be helpful.
LESSON 146
=Drill 172=
* * * * *
───────────────────────────────────┬─────────────────┬───────────────── │ Count │Number per Minute ───────────────────────────────────┼─────────────────┼───────────────── │ │ [Script: A] │ 1–2 │ 75 │ │ [Script: B] │ 1–2–3 │ 40 │ │ [Script: C] │ 1–2 │ 70 │ │ [Script: D] │ 1–2–3 │ 45 │ │ [Script: E] │ 1–2–3 │ 45 to 50 │ │ [Script: F] │ 1–2–3 │ 50 │ │ [Script: G] │ 1–2–3 │ 40 to 50 │ │ [Script: H] │ 1–2–3–4 │ 35 │ │ [Script: I] │ 1–2–3 │ 45 │ │ [Script: J] │ 1–2 │ 60 to 70 │ │ [Script: K] │ 1–2–3–4 │ 35 to 40 │ │ [Script: L] │ 1–2 │ 50 to 55 │ │ [Script: M] │ 1–2–3–4 │ 30 to 35 │ │ [Script: N] │ 1–2–3 │ 40 │ │ [Script: O] │ 1–2 │ 70 │ │ [Script: P] │ 1–2 │ 50 to 60 │ │ [Script: Q] │ 1–2–3 │ 60 │ │ [Script: R] │ 1–2–3 │ 45 │ │ [Script: S] │ 1–2 │ 45 to 50 │ │ [Script: T] │ 1–2–3–4 │ 40 │ │ [Script: U] │ 1–2–3 │ 45 │ │ [Script: V] │ 1–2 │ 55 │ │ [Script: W] │ 1–2–3–4 │ 40 │ │ [Script: X] │ 1–2–3 │ 35 │ │ [Script: Y] │ 1–2–3–4 │ 40 │ │ [Script: Z] │ 1–2–3 │ 50 │ │ [Script: a] │ 1–2 │14 groups of 5 or │ │ 70 │ │ [Script: b] │ 1–2 │16 groups of 5 or │ │ 80 │ │ [Script: c] │ 1–2 │16 groups of 5 or │ │ 80 │ │ [Script: d] │ 1–2 │13 groups of 5 or │ │ 65 │ │ [Script: e] │ 1 │28 groups of 5 or │ │ 140 │ │ [Script: f] │ 1–2 │14 groups of 5 or │ │ 70 │ │ [Script: g] │ 1–2 │13 groups of 5 or │ │ 65 │ │ [Script: h] │ 1–2 │14 groups of 5 or │ │ 70 │ │ [Script: i] │ 1 │10 groups of 5 or │ │ 50 │ │ [Script: j] │ 1–2 │14 groups of 5 or │ │ 70 │ │ [Script: k] │ 1–2–3 │10 groups of 5 or │ │ 50 │ │ [Script: l] │ 1 │25 groups of 5 or │ │ 125 │ │ [Script: m] │ 1–2–3 │12 groups of 4 or │ │ 48 │ │ [Script: n] │ 1–2 │18 groups of 5 or │ │ 90 │ │ [Script: o] │ 1–2 │18 groups of 5 or │ │ 90 │ │ [Script: p] │ 1–2 │12 groups of 5 or │ │ 60 │ │ [Script: q] │ 1–2 │10 groups of 5 or │ │ 50 │ │ [Script: r] │ 1–2 │18 groups of 5 or │ │ 90 │ │ [Script: s] │ 1–2 │17 groups of 5 or │ │ 85 │ │ [Script: t] │ 1 │20 groups of 5 or │ │ 100 │ │ [Script: u] │ 1–2 │12 groups of 4 or │ │ 48 │ │ [Script: v] │ 1–2 │12 groups of 5 or │ │ 60 │ │ [Script: w] │ 1–2–3 │12 groups of 5 or │ │ 60 │ │ [Script: x] │ 1 │18 groups of 5 or │ │ 90 │ │ [Script: y] │ 1–2 │14 groups of 5 or │ │ 70 │ │ [Script: z] │ 1–2 │14 groups of 5 or │ │ 70 ───────────────────────────────────┴─────────────────┴─────────────────
PUPIL’S CERTIFICATE, KNOWN AS THE DIPLOMA
TRANSCRIBER’S NOTES
1. Silently corrected obvious typographical errors and variations in spelling. 2. Retained archaic, non-standard, and uncertain spellings as printed. 3. Enclosed italics font in _underscores_. 4. Enclosed bold font in =equals=.